Abstract

Abstract: The thesis component of a degree program is vital since the quality of it contributes to the quality of the whole degree. Maintaining the quality of the degree programs and handling the constantly increasing numbers of students entering higher education simultaneously is a challenge for many higher educational institutions. This paper presents a study of how ICT can be used to improve the quality and effectiveness of the thesis projects at Bachelors and Masters Levels. Further, how the blended model of supervision supports solving the issues of managing supervisor time efficiently and providing a quality guidance for thesis students are also explored. Supervisors’ perceptions of the ICT enabled thesis process are captured via interviews. Statistics about the completed theses and the user log data of the ICT system are triangulated to complement supervisor perceptions. Results revealed that the supervisors take advantage of the functions in the system to support improving the quality and the quantity of the theses, and the blended supervision model adapted in the thesis process support the supervisors to have a better collaboration with the students.

Abstract

The objective of the research was to determine the effect that a metacognitive scaffolding for Web information searches exercises on the development of school students, through a general chemistry course in a blended learning modality. One hundred and four students from a school of the city of Bogotá D.C.‑Colombia participated in the study. The research followed a quasi‑experimental design with a pretest and posttest. Three tenth‑grade groups, previously established, worked with a b‑learning environment with three versions: the first group worked with a fixed scaffolding, the second with an optional scaffolding, and the third group interacted with a b‑learning environment without any type of scaffolding whatsoever. The Metacognitive Awareness Inventory (MAI) test was used to measure metacognitive abilities before and after data treatment. To analyze the data, a Multivariate Analysis of Covariance (MANCOVA) was conducted, which showed that the fixed scaffolding favors the development of metacognitive abilities, especially those related to procedural knowledge, planning, organization, monitoring, and evaluation. This tool, possibly based on the analysis and reflection of their own performance in task development, allowed students to consolidate structured strategies in Web information searches. In contrast, the use of the optional scaffolding did not exhibit the expected results since it was not used by a high percentage of students. These findings, among others, are discussed in the study.

Abstract

A technology supported environment in the educational context has been identified as a useful work space with the potential to deepen the learning experience. This study focuses on ways of using it for the development of reflection as a key teaching competence within initial teacher training. It is based on the premise that enriched reflection conducted in a technology supported environment will result in more a specific, more profound and thus deeper learning experience of student teachers. The purpose of this study was to measure the level of depth of the reflection conducted in a regular higher education ELT methodology course after a microteaching session and to compare it with the reflection student teachers provided after their experience had been enriched by other classmates´ suggestions within VLE. The study was conducted over 2 semesters and the research sample consisted of 52 undergraduate students. Non‑probability sampling was applied, namely convenience sampling. Both qualitative and quantitative methods were used including content analysis and semi‑structured focus‑group interviews. To increase the internal validity and objectivity in coding the responses and data interpretation multiple researchers were used. The results of the current study suggest that enriched reflection provided student teachers with such a depth of stimuli that their approach towards their own reflection demonstrated a significant difference in comparison with regular reflection conducted in face to face learning.

Abstract

Educational technology (ed tech) coaches can help teachers and students integrate iPad affordances into their teaching and learning. A brief overview of affordance theory is provided. While investigating the under‑researched practices of ed tech coaches, the authors identified iPad affordances and tabulated these, revealing links between the iPad’s technological capabilities, technological affordances and pedagogical affordances. Nine iPad technological capabilities, such as the camera, were aligned with some of their technological affordances, such as taking a photo. These were matched to some pedagogical affordances, such as taking a photo for educational purposes. Finally, different categories in the table were combined into six broad strands unveiling how ed tech coaches use them to change teacher pedagogy with benefits for teachers, students and parents. Ed tech coaches often naturally build teachers’ TPACK, mostly through the SAMR model. Specifically, they change teachers’ pedagogy by focusing on polysynchronous teaching and learning; digital, transformed learning; student ownership of learning with teachers as facilitators; students as teachers of content and technology; teachers’ triple agendas of content elaboration, academic argument, and digital citizenship; and student creativity.

Abstract

As the power of Learning Management System (LMS) in supporting classroom instruction has been observed in Higher Education Institutions (HEIs), only few has been documented in military environment using this kind of learning technology. This paper is the first attempt to investigate the satisfaction of air force officers on the use of Squadron Officer Course Virtual Classroom (SOCVC) in the Philippines. The popular Modular Object‑Oriented Dynamic Learning Environment (MOODLE) was used to implement the SOCVC. A total of 47 Philippine Air Force (PAF) officers enrolled in the SOC participated in this study. Satisfaction in terms of learner interface, learning community, content and usefulness on the use of SOCVC was obtained using a questionnaire. The respondents are seen comfortable and satisfied with the use of the virtual classroom. Profile variables used in the study when taken separately do not show significant difference as to the respondents’ satisfaction on the use of the virtual classroom. The findings oppose what are already established pertaining to the variables that affect the use of Virtual Learning Environment (VLE) in civilian setting.

Abstract

The revolution in technology has led to new approaches toward open and distance learning, particularly in the form of e‑learning. E‑learning governs the system of modern education by using Information and Communication Technology (ICT). There are different design approaches and interpretations of e‑learning, primarily involving variations in instructional strategies and pedagogical models employed with the technology. These innovations offer compelling opportunities to educational institutions, students and faculty alike, yet they have also posed formidable challenges for e‑learning. This is especially the case in the developing countries. This paper engages the concept and aims of e‑learning with regard to the issues in the developing countries. The next part of the paper presents the need of e‑learning in Pakistan and describes the major institutes offering e‑learning and distance education as an alternate mode of education. The paper also elaborates major challenges of e‑learning and explores the influencing factors for the adoption of e‑learning in Pakistan. The important factors are investigated in terms of available ICT infrastructure and other country specific parameters. The paper also presents results of a survey that was conducted to evaluate students’ preferences regarding e‑learning. The survey result demonstrates a strong preference for e‑learning by the students. The paper concludes by presenting a generalized model of e‑learning that can fulfill the needs of leaners under available technology infrastructure.